Learning to read at age three

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Vittorio Midoro
Maura Massari
Chiara Strisciuglio


Early learning to read can strongly promote children’s cognitive and affective development. Starting from this assumption, we describe a methodology for the early learning of reading and report its testing in a small-scale pilot. The methodology is part of the family of synthetic methods, in which children first learn the simplest elements without meaning and then acquire the meaning. It is based on games that the parent plays with the child using various materials. The 18-month pilot involved children with and without language problems. It validated the feasibility of the method, achieving results that go beyond the learning of reading to include broad aspects of children’s development.

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